Islamic Education in Supporting De-radicalization:  A Review of Islamic Education in Pondok Pesantren

Haryani, Tiyas Nur; Amin, Muhammad Ikhsanul; Arifah, Nur; Husna, Arina

doi:10.21580/nw.2018.12.2.2581

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…The values and practice of religious moderation can be contained in courses taught in tertiary institutions. When the principle of religious moderation is integrated into the curriculum, the target is not only students but indirectly also lecturers because they are the ones who will transform knowledge and values to students (Amin et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course

Nirwana¹,

Darmadali²

2021

Elsya

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Religious moderation has become a new and unique issue discussed by the Ministry of Religion of the Republic of Indonesia. Universities are held to be a platform for promoting religious moderation through the learning process. Integrating religious moderation in the learning process is the main alternative to increase understanding of religious moderation in educational institutions, but there are only a small number of research and technical guidelines for subjects with a religious background such as Islamic religious education. Therefore, this study intends to instill religious moderation values in English language learning through cross-cultural understanding. The CCU course is suitable for negotiating an understanding between cultures and religions, especially in the context of the multicultural society of Indonesia. This research used a descriptive qualitative method, instruments being analysis sheets of RPS documents, research rubrics, and student learning outcomes in the CCU course, library research to obtain more detailed information on the value of religious moderation, field notes on observations in class; and an 8-item questionnaire. Results reveal that universities integrate religious moderation values, such as tolerance, national commitment, accommodating to the local culture, and anti-violence, into the learning process. The researcher connected religious moderation values with learning outcomes of CCU and implemented it in the learning process by using some methods such as group presentation, debating, watching a movie. This study proved that instilling religious moderation value through CCU course improved the students’ values, understanding and awareness of religious moderation. This study contributed to the Indonesian Ministry of Religion’s mission to make Islamic higher education a place for instilling the value of religious moderation, especially to students as the nation's future leaders and generation.

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Section: Introductionmentioning

confidence: 99%

Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course

Nirwana¹,

Darmadali²

2021

Elsya

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“…Characteristics of groups assumed to be in radicalism are those that often used religious symbols and violent instruments to actualize themselves and their view. An example of a group considered to have those stereotypes is the Islamic people, and eventually, the radicalism is being identical with the left-wing extremist group of Islam (Amin, Haryani, Arifah, & Husna, 2019). Basically, Islam is able to interact with many other cultures, such as Javanese through macapat (Javanese) songs (Sahlan & Mulyono, 2012).…”

Section: Introductionmentioning

confidence: 99%

Legitimation of Religious Music of Sabyan Gambus’ Song “Deen Assalam” as a Perceptive Respon to Islamic Radicalization in Indonesia

Rokhani

2019

jousa

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Islam is often referred as being a radical movement or activity. Sabyan Gambus, through their song cover, responses to the situation in their song “Deen Assalam”. This song was created as an effort to minimize and reduce the society’s misthinking on the concept and implementation of Islamic teaching. Thus, a study of values implied in the song becomes essential to view such a perception shift within the society as a legitimation upon the work as well as the positioning of Islam in the structural world of Indonesian people. An analysis of the song lyrics is, accordingly, essentially needed.The theory of Riffaterre is applied to study the song lyric. Meanwhile, a theory of Bourdieu is employed to review the legitimation achievement of the work production practices. The behaviorism method is used in analyzing the agents’ behaviors during the production process to reach a legitimation that can be considered as shifting of position and perception of the society.The legitimation of Sabyan Gambus’ works by analyzing the response from the society can be considered as some possibilities of the emergence of a more moderate Islam in Indonesia. The analysis of internal meaning may also create some possibilities to audience to gain the power of value that affects the power relation and other external factors. Therefore, both internal and external work analyses are necessary to show the influence of work production and its legitimation achievement on its position and perception of the society.

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“…These differences tend to trigger the emergence of narrow fanaticism towards the organisation, which is considered to have the most perfect ideological truth, religious system, form, style and method of movement as an affirmation of the identity and existence of the organisation. In this condition, it is not uncommon to find cadres or members rejecting other understandings and views outside of the group (Haryani et al 2018).…”

Section: Student Activistsmentioning

confidence: 99%

Mitigating radicalism amongst Islamic college students in Indonesia through religious nationalism

Nafi’a

Sodikin²,

Hakim³

et al. 2022

HTS Teologiese Studies / Theological Studies

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Radicalism has the potential to become more widespread in a younger generation of Muslims who are too textual, exclusive, extreme and uncritical. Their ethos of struggle has created a momentum to contest radical ideologies of Islamic radicals. This study investigates the potential for the radicalisation of Islamic students in Indonesia and formulates an approach of integrating national and religious values to mitigate the potential for radicalism. A qualitative research approach is used, and data were collected by distributing questionnaires to Indonesian Islamic student activists. Interviews were also conducted with experts to strengthen secondary sources of information. The results show that the potential for Islamic student to be exposed to radical activists is high. Through categorisation, interpretation and analysis, it was found that the concepts and spread of radicalism were more influenced by religious interpretations than social tolerance factors. In addition, the religious nationalist approach is formulated based on religious terminology and religious narratives.Contribution: This research contributes by assisting colleges’ efforts in building a detection system and mitigating the risk of student radicalism through a religious nationalist approach.

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Islamic Education in Supporting De-radicalization: A Review of Islamic Education in Pondok Pesantren

Cited by 12 publications

References 1 publication

Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course

Instilling Religious Moderation Value in ELT through Cross-Cultural Understanding Course

Legitimation of Religious Music of Sabyan Gambus’ Song “Deen Assalam” as a Perceptive Respon to Islamic Radicalization in Indonesia

Mitigating radicalism amongst Islamic college students in Indonesia through religious nationalism

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